The development of self-confidence in undergraduate nursing students in Ireland

Aim The aim of this research study was to establish the effects of classroom learning andclinical practice on the development of self-confidence amongst undergraduate nursingstudents in Ireland.BackgroundSelf-confidence underpins nurses' competence to carry out care effectively and is animportant aspect of learning to be a nurse. Yet, there is little empirical evidence thatdemonstrates its full utility in nursing, and, to date, no evidence addressed how selfconfidencedevelops from the students' perspectives or the impact of clinical practice onstudents' self-confidence.MethodThis study examined the extent to which theoretical preparation and clinical practiceinfluenced self-confidence among first-year undergraduate nursing students in Ireland. Thiswas achieved through a sequential, mixed methods, three-phase design that involved pretestand post-test measurements of self-confidence, a student self-evaluation questionnaire(SSEQ), focus group interviews and an analysis of the relevant curriculum content. The studywas underpinned by Bandura's Social Learning theoretical model. The sample was takenfrom three cohorts of students at three institutes of technology in Ireland. Data analysisincluded descriptive statistics, inferential statistics, and qualitative content analysis.ResultsA two-stage model was developed that identified how self-confidence was influenced in theclinical and non-clinical environments. Factors in clinical practice exerted the most influence.Self-confidence was promoted particularly through positive preceptorship experiences, peerinfluence and successful mastery experiences of clinical practice. It was instilled through asense of trust, recognition of performance, constructive feedback, and being made to feelpart of the team. Self-confidence fluctuated during the first clinical placement, and, asnursing students' self-confidence developed, motivation towards academic achievementincreased simultaneously. There was considerable variation in the amount and nature oftheoretical preparation. The linking of theory to practice was realised only on return to theclassroom in the first year. Conversely, self-confidence was quickly eroded by poor preceptorattitudes, lack of communication, and feeling undervalued. The threat of the formalassessment remained powerfully dominant over creativity and the development of criticalthinking which consequently hindered the development of self-confidence.ConclusionThis study offers a new understanding of facilitators and barriers to the promotion of selfconfidenceamongst nursing students that has international relevance for undergraduateeducation. The development of self-confidence needs to be targeted from thecommencement of the first year as opposed to nursing students feeling unprepared andlacking self-confidence at the point of qualification. The development of an identified learningoutcome in the design and delivery of undergraduate nursing programmes is recommendedto demonstrate the importance of this attribute. Secondly, this is required to combat thecurrent assumption that self-confidence occurs spontaneously during the undergraduatenursing programme. A set of recommendations have been developed to aid theenhancement of self-confidence in the educational preparation of nursing students for thecomplexities of nursing in the 21st century.

Level dc:type.qualificationlevel

Doctoral (Level 8)

Year dc:date.issued

2012

Author dc:creator

• Chesser-Smyth, PA

Language dc:language

en

Identifier

oai:salford-repository.worktribe.com:1337776

OAI identifier oai:identifier

oai:salford-repository.worktribe.com:1337776